Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Theses and dissertations constitute a substantial platform for the documentation and dissemination of research findings, and the professional presentation of such findings is crucial for maintaining scientific integrity. Highly effective fact finders may lack writing skills and experience, or they may simply encounter barriers when expressing ideas, and thus perhaps inadequately present what they have so adequately found. In short, adequate editing of theses and dissertations is essential. Whereas a multitude of guidelines is available for thesis and dissertation writing, there is little guidance available on the editing of such works. Thus, with the latter objective in mind, this thesis is dedicated to developing a practical model to editing postgraduate research papers. Despite a notable lack of theory in the field of thesis editing, which became apparent while reviewing the respective literature, the most suitable sources of theory were selected to provide a basis for developing a model for thesis editing. These sources, combined with insights from a practical dissertation editing assignment, allowed for the design of a model for the practical editing process of postgraduate research texts. The editing model is based on a process-oriented approach, i.e. one which focuses on the learning process of the student. Moreover, the model promotes a level of editorial intervention that conforms to the current perception of ethical intervention in thesis editing. Ethical intervention is currently being negotiated against the backdrop of such standards as the purpose of thesis writing as well as the requirement of originality of theses and dissertations. In a testing phase the model was applied in a thesis editing assignment and emerged as a valuable guide in the process of editing. It also proved practicable in all its major aspects. Nevertheless, since a single testing assignment is not sufficient to prove the general practicality of any model, the model is still to be considered a prototype and may have to undergo further refinement after additional comprehensive testing. / AFRIKAANSE OPSOMMING: Tesisse en verhandelinge is 'n belangrike basis vir die optekening en verspreiding van navorsingsbevindinge, en die professionele aanbieding van sodanige bevindinge is noodsaaklik vir die behoud van wetenskaplike integriteit. Tog is kom hoogs doeltreffende navorsers soms minder bedrewe of ervare skrywers, of hulle bloot voor hindernisse te staan wanneer hulle hul gedagtes moet verwoord, wat tot die ontoereikende aanbieding van bevredigende bevindinge lei. Kortom die toereikende redigering van tesisse en verhandelinge is van die allergrootste belang. Hoewel daar etlike riglyne vir die skryf van tesisse en verhandelinge bestaan, is daar weinig leiding beskikbaar vir die redigering daarvan. Gedagtig hieraan is hierdie tesis daarop toegespits om 'n praktiese model vir die redigering van nagraadse navorsingstekste te ontwikkel. Ondanks 'n merkbare gebrek aan teorie op die gebied van tesisredigering, wat baie duidelik uit 'n oorsig van die betrokke literatuur blyk, is die mees toepaslike teoretiese bronne as grondslag vir die ontwikkeling van 'n model vir tesisredigering gekies. Met behulp van hierdie bronne, tesame met die insigte verkry uit 'n praktiese redigeeropdrag, kon 'n praktiese model vir die redigering van nagraadse navorsingstekste ontwerp word. Die redigeermodel berus op 'n prosesgerigte benadering, dit wil sê 'n benadering wat op die student se leerproses konsentreer. Daarbenewens argumenteer die model ten gunste van redaksionele ingrepe wat met huidige opvattings oor etiese tesisredigering strook. Dit geskied teen die agtergrond van die huidige gesprek oor etiese intervensie, wat onder meer teen die agtergrond van standaarde soos die doel van die tesis sowel as die oorspronklikheidsvereiste vir tesisse en verhandelinge gevoer word. Die model is tydens 'n toetsfase in 'n tesisredigeringsopdrag toegepas en blyk nuttige riglyne vir die redigeerproses te bied. Ook het al die kernkomponente daarvan geblyk prakties bruikbaar te wees. Aangesien 'n enkele toetsopdrag nie voldoende is om die algemene bruikbaarheid van 'n model te bewys nie, word die model steeds as 'n prototipe beskou en dit sal waarskynlik ná bykomende omvattende toetsing verder verbeter word.

Writing, an important academic skill for university students to acquire, becomes more important in a distance education institution where assessment is primarily on written work. Successful teaching and learning practices for Open Distance Learning (ODL) incorporate multiple forms of interaction when using technology within a constructivist approach. The study seeks to understand students’ perceptions of wikis within a process writing approach, and the suitability of Web 2.0 technology for tasks designed to teach academic writing. A participatory action research design was selected as it merges social action and research to solve educational problems while increasing human understanding of the phenomena. The findings show that students may be open to using wikis within their actual learning environment. Of significance was the issue of the early integration and engagement of students into online learning communities. The challenges experienced in the study can be addressed adapting Chickering and Ehrmann’s (1996) principles to frame the development of online learning. / Teaching Practice Unit / M.A. (TESOL)